Technology-Supported Individualized Learning and Middle School Students’ Achievement in English/Language Arts

2021 ◽  
Vol 43 (2) ◽  
pp. 113-130
Author(s):  
Terri Simpson ◽  
Sanghoon Park
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
School Students ◽  
Individualized Learning

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Active Learning in the Flipped English Language Arts Classroom

2014 ◽  
pp. 163-184 ◽  
Author(s):  
Clarice Moran ◽  
Carl A. Young
Keyword(s):  
High School Students ◽  
Language Arts ◽  
Survey Data ◽  
English Language Arts ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Qualitative Data ◽  
School Students ◽  
Method Of Instruction

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method’s principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

scholarly journals Middle School Students as Social Theorists: Using a Short-Term Unit to Engage Students in Thinking Critically about Gender

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Brandelyn Tosolt
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Identity Development ◽  
Gender Roles ◽  
Language Arts ◽  
College Level ◽  
Short Term ◽  
School Students ◽  
Gender Schemas ◽  
Binary Model

Because middle school is a time of identity development, it may also be an appropriate time to focus on students’ conceptions of social roles. This article examines a unit focused on gender roles taught to a group of seventh grade language arts students at a private, urban school. The students deconstructed and reconstructed their gender schemas, gained awareness of gender as a lens, and began to question the adequacy of the male/female binary model. The findings suggest that ideas typically found in college-level courses may have appropriate applications in classrooms of much younger students.

Reinventing Scrabble with Middle School Students

1999 ◽  
Vol 5 (4) ◽  
pp. 210-213
Author(s):  
Robert J. Quinn ◽  
Lynda R. Wiest
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
English Language ◽  
Statistical Analyses ◽  
School Students ◽  
Mathematics Skills ◽  
Word Game ◽  
And Linguistics

Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year Above Grade Level

2017 ◽  
Vol 61 (3) ◽  
pp. 229-238 ◽  
Author(s):  
Scott J. Peters ◽  
Karen Rambo-Hernandez ◽  
Matthew C. Makel ◽  
Michael S. Matthews ◽  
Jonathan A. Plucker
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Grade Level ◽  
English Language ◽  
State Level ◽  
Student Diversity ◽  
School Students ◽  
Advanced Learners ◽  
School Year ◽  
K 12

Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathematics scored 1 year or more above grade level. We address what these findings imply for K-12 schools, grouping decisions, and educational policies that strive to foster advanced abilities.

scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

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